Processus de mise en place de démarches évaluatives autres que la passation d’épreuves : exemples de pratiques enseignantes au primaire

This article presents the results of a research project with a teaching team wanting to move away from grade-based assessment. The results shed light on the process followed by the school to develop an assessment approach consistent with assessment, integrating the two functions promoted in Quebec: assessment for learning and evaluation. The main conclusions emphasize the quality of the teaching team's collaboration and the importance of a shared vision, in this case a humanistic perspective on learning. In addition, the implementation of practices focused on cooperative learning, student engagement and communication strategies with parents are found to be essential for the success of the project. Finally, some questions remain, such as the issue of report card results as a factor in access to support for students with learning difficulties.